Genres and literacy in the adult ESL context

This paper is based on the premise that good literacy programs need to be based on a good theory of language. We suggest that unless a teacher has a clear understanding of what they are doing in the classroom and why they are doing it, teaching becomes a matter of hit and miss, with the learners generally being the losers. In the context of adult literacy education, of mother tongue and second language learners, there has long been an appropriate focus on the significance of affective factors in developing literacy programs. Such a focus has recognised the special needs of adult learners, many of whom have had less than positive educational experiences in their past, and has rightly emphasised the need to develop personal confidence in a supportive and non-threatening learning environment.